How E-Learning Affect Teaching and Learning Mathematics - Literature review Example

How E-Learning affect Teaching & Learning Mathematics Name Professor Course Date Introduction The society is in a process of transition to the information age society. The world is changing fast; nonetheless, the education system is being left behind concerning technology use. The current education model in Australia is not satisfactory. There is widespread agreement that Australia is not keeping pace to meet the challenges of the educational revolution (Spender & Stewart 2002). The current educational model has main characteristics such as the teaching process is organized in classes with a particular number of children, who are taught in a similar manner, approach, and teaching materials. In contrast, the teachers and students live in a society where all things are personalized and individualized. Still teachers use the same method to teach students in a classroom. Not all students learn at a similar pace, in a similar environment-classroom, and using the same learning strategies and using similar methods. This calls for an educational system with an approach, which is personalized and individualized just like the other things in the society. Most students are not afforded the same motivation and ability for independent learning, which is required for e-learning. The main challenges of e-learning are providing support via teaching materials, which will bring about the right role of technology and to accomplish the needs for personalization and individualization in education. During the 21st century, the role of teachers has been redefined. According to Kissing (2008), teachers have a new role to play, which means they have to adjust towards guiding the students through the learning process at every stage of education. The Internet has led to this major change and teachers have taken up roles such as strategists, planners, tutors, and researchers. Their main role is to guide students through the teaching materials towards knowledge with the need for concretizing the education content and adjust it to the abilities and interests of an individual student (Johnston-Wilder & Pimm 2004). Digital technology can affect teaching and learning mathematics being taken into consideration that the current educational teaching practices and materials are very slow in supporting the fact that students are different: digital technology resources support diverse teaching and learning methods. Information and Communication Technology (ICT) plays a major function in the teacher role of guiding students through the learning process and its avails more and more e-resources for elearning. Background of the Study Digital Technology offer teachers the opportunity to personalize the teaching content towards a particular student requirement as well as towards didactical situation under consideration. As a result, there is need for digital technological tools to be prepared in order for the students to adapt to them easily. Choosing the correct tools and technologies for management of e-learning materials, for creation and changing e-learning material is important to guarantee main support as well as popularization of e learning. Most researchers have acknowledge the fact that digital technology resources such as spreadsheets, mathematical software, data logging equipment, and CAS and graphic calculators provides the students with new chances of accurate and facts computation, collecting and analysis of simulated or real data as well as assessment of numerical, graphical, and symbolic representations of mathematical concepts (Goos & Cretchley 2004). In high school mathematics, there is support for technology use in most Australian territory and state curriculum documents. This study will examine whether digital technology use in mathematics leads to good grades in mathematics, good understanding, and the students comprehension of mathematical concepts. This study will also examine the way e-learning affects teaching: the way teachers employ technology in their classrooms and its use leads to better teaching compared to other forms of teachings. This leads to the question as to whether use of digital technology positively or negatively affects teaching as well as learning mathematics. The study undertaken in this area has largely been focused on quantitative methodologies using questionnaires or surveys to form the basis of research. Goos and Bennison (2002) conducted three successive cohorts of future secondary mathematics teachers (number of respondents=16) over a three year period. The students were enrolled in a pre-service Bachelor of Education (Bed). Mathematical Beliefs Questionnaires were used in pre and post course consisting of forty statements to which the teachers reacted to via a Likert-scale with five items from strongly differ (1) to strongly consent (5). The paper investigated the effect of a technology-enhanced educator education program on commencing teacher’s incorporation of graphics calculators, computers, and internet into high school mathematics classes. Similarly, Cuban et al. (2001) utilized statistical data, which was mainly produced through quantitative survey approaches offering reliable data, which could be generalized to the entire teaching. The use of quantitative surveys emphasizes reinforces the positivist approach, which lays emphasis on factual and reliable data. The consistent nature of this type of research offers limited chance for researcher predisposition to play a role in the analysis and facilitates statistical methodology and testing to be used to offer validity and certainty to the data produced. Using a detailed survey instrument would enable a researcher to ask a wide range of questions of both teaching and learning using e-learning tools and methods. A statistical, validated analysis could be carried to ascertain the helpfulness of e-learning in learning and teaching mathematics. Similarly, the teachers and learners can be measured and data generated relative to the satisfaction with e-learning tools and methods, whether the digital technology tools matched their teaching and learning needs, what attributes of e-learning are valued and the gap between them and other learning and teaching methods. The results could be tabulated and analyzed to varying levels based on demographic factors of both teachers and learning. The quantitative study would offer a breadth and depth in the research because of its statistically and comprehensive applicable approach offering a sound basis on which to develop strategies and recommendations to further improve and adapt the teaching and learning of mathematics using e-resources. For a researcher with a perspective that values data and facts, which offer a valid and reliable basis, such as quantitative study would be a very important research tool. The limitation of this quantitative approach in a research proposal is that the methods used in data collection would be limited in its capacity to offer a depth of insight or reasoning to the research questions. A quantitative study is limited in terms of offering deeper understanding into the ‘why’ questions, which may require probing as well as deeper understanding. A poorly structured research instrument as well as a low response rate from respondents could generate results, which are less reliable. This research will take an experimental research approach and an ethnographic research approach. In the experimental approach, two groups will be used to test the effect of e-learning in teaching maths: the experimental group and the control group. The experimental group will be a group of mathematics learners and teachers who use digital technology in learning and teaching maths respectively whereas the control group will be a group of learners in a traditional classroom without teaching and learning digital tools. The experimental approach will enable factual as well as reliable accounts on the influence of digital technology in instructing as well as and learning mathematics. The results will be independent of the researcher. This approach will entail the use of standardized and non leading questions, which comprise of appropriate sampling. Appropriate statistical tests as well as factor analyses will enable quantification and analysis of data. The reliability and validity of the data would counterbalance the negatives that such other research tool could bring. Both the experimental and control research samples will be representative of two groups: those who use digital technology and those who do not use digital technology in learning maths respectively. The results obtained will generate the objectivity needed on the research and the basis on which high school mathematic teachers can make a decision relative to the changes and improvements. This research approach will enable the researcher to explore the relationship between variables, manipulate the variable, investigate many variables and provide evidence which will be proved using statistics. The results obtained from this research design will go beyond identification and prediction of relationship between digital technology, teaching, and learning mathematics. The experimental research will thus be an objective, controlled and systematic investigation for the objective of predicting and evaluating phenomena and looking into the causality between the dependent and independent variables. It will best establish the cause and effect relationship between digital technology and learning and teaching of mathematics. There will be two variables (dependent and independent variables) and two groups of participants (control versus experimental group). The second research approach that the research will take is an ethnographic method where the researcher will be the primary instrument of data collection. In contrast to the experimental research approach, in the ethnographic approach, the researcher will observe teachers and students in their usage of digital technology in a mathematics class for an extended period. This will enable the researcher to investigate teaching and learning as it occurs naturally as opposed to the controlled environment in the experimental research. During the observation, the researcher will be involved. This research approach will enable a look into the interaction between the research subjects to determine their teaching and learning patterns. This method will thus offer insight and depth and offer meaning to the obtained results. In this type of research, the researcher will not simply be satisfied with questions and answers-questionnaires. To get the underlying meaning and understanding of usage of digital technology in teaching and learning mathematics, a larger degree of interpretation under the ethnographic approach will be required. This approach will offer the means to delve into the ‘why’ and call to mind a deep understanding of the gains that teachers and learners have gained from e-learning in mathematics and the requirements of the school environment for successful use of e-learning tools and methods. The researcher will observe and interview the research participants and take part in participatory action research and this will truly generate reliable and authentic data. The advantage of this approach is that the researcher is usually a partner with the study population (Fraendel et al. 2010). Although this type of research could generate truly authentic and reliable data, it is challenging in terms of skills requirements and costs required to execute such a study reliably and effectively. An ethnographic approach will have some significance, as it will offer the chance of delving deeper into experiences and gain a very individualized approach on the situation. It would also offer high schools a great insight into the effects of e-learning in instruction as well as learning mathematics and the areas to focus on to improve results for both teachers and learners. This shows that the research can be undertaken from various approaches; nevertheless, the quantitative approach and ethnographic approach will yield validated data set, which will offer a reliable and valid source of information for determining the outcomes and conclusions of the research. The experimental and ethnographic research approaches will be mutually exclusive. The experimental design will provide superior internal validity for learning the effects of digital technology on the teaching and learning process whereas the ethnographic method will provide superior insight into why the effects were produced. The two research approaches will thus counteract the weaknesses of using one research approach. The limitation of a quantitative approach in research arises, as methods used in data collection would be limited in its capacity to offer a depth of insight or reasoning to the research questions. The ethnographic offers an insight into obtained results and hence will counteract this weakness. On the other hand, the ethnographic limitation lies in the lack of validity and reliability. Since the experimental research will offer reliable and valid data, the limitation of the ethnographic approach will be counteracted. Literature Review One of the most evident advantages of technology is it enabling of automated marking and answers unlike in the old-fashioned classroom instruction. There have been developments in the utilization of assessment systems, which are computer based. Valenti, Cuc-chiarelli & Panti (2002) found out that there are more than 40 commercial based assessment systems also known as CbAS, which are available on the market and majority of these tools rely on objective-type questions, for instance, short answer, multiple choice, association/selection, visual and hot spot identification. These tools thus eliminate the alleged subjectivity in the grading process by teachers as the subjective character of appraisal generates disparity in grades that diverse human assessor’s award and which students perceive as a great source of unfairness. The CbAS thus ensure fairness in marking and saves on time spent by teachers marking. The Technology Principle states that technology is essential to the learning and instruction of mathematics (National Council for Teachers of Mathematics 2000). The Hass (2005) meta-analysis supports NCTM’S emphasis on the integration of technology into the mathematics classroom. Studies have demonstrated the advantages of use of digital technology tools such as graphic and computational calculators, computer software, and computer-generated spreadsheets by showing these e-resources offer opportunity for learners to practice algebraic skills and to visualize concepts. Technology has the possibility of reducing the amount of time needed for learners to develop their conceptual understanding as the reasoning, which is the fundamental nature of mathematical problem solving (Van de Walle 1998; Wiest 2001). Instructional software’s such as games, tutorials, computer algebra systems (CAS) and simulations enable the students to experience diverse situations that enable them to test hypotheses and visualize mathematics relationships (Cannon, Heal, & Dorward 2002). Virtual representations and manipulations through computer software and the internet are adjustable and as a result, they are able to differentiate instruction to meet the requirements of a varied student population (Cannon et al. 2002). Additionally, mathematics representations through virtual environments offer the students with many opportunities for attempting to solve a given mathematic test; with the added benefit of hints as well as alternate teaching methods generated particularly in response to the solutions proposed by students (Dunn 2002). The use of instructions aided by technology provide the learners with an additional layer of a flexibility, which may generate more deeper level comprehension than might not otherwise take place without technology (Wiest 2001). E-Learning Standards and Evaluation in Teaching and Learning The ADDIE model necessitates that evaluation be a main aspect in the development of every course. Chao, Saj and Tessier (2006) proposed a quality framework for serving as a blue print for the systematic evaluation of e-learning resources and courses. The framework has six interrelated constituents; in case one of the piece of the puzzle then the full picture of the course of missing. The framework components include curriculum design, instructional design, web design, teaching and facilitation, course presentation and learning experience. The evaluative questions associated with every component are as follows Curriculum Design- Are the content specific learning outcomes integrated clearly understood and aligned with standards? Instructional Design: Is there a suitable link between the learning activities, learning, outcomes, teaching approaches, and technology? Teaching and Facilitation: How aptly does the teacher make possible student learning in a web-based course? Web Design: How does the usability of the web design influence the way that learners interact with the teacher, web content and other students Learning Experience: How do learners requirement knowledge, learning styles, as well as the course interaction dynamics influence their learning experience Course Presentation: what is the course presentation in terms of functionality, professionalism, look and feel, and consistency? In this framework, every component is equally important. An evaluation ignoring one of these aspects does not complete the framework puzzle and consequently a full evaluation of the quality of the course. Implementing this framework to develop an evaluation model requires identification of issues already known, which play a role in building a quality course and then determining the things missing in whole or in part. The instructional design should incorporate mathematics instructional practices such as the use of manipulative and technology, differentiated instruction, real-life connections, and formative feedback. Teaching and facilitation and learning experiences include strategies, which are learner cantered and cooperative learning activities. The teacher is encouraged to lay emphasis on inquiry, to scaffold student learning, infuse technology, and use alternative evaluations as well (The Educational Alliance 2006; NCTM 2005). The emergence of technology as a tool for instruction has brought about numerous changes in mathematical instruction pedagogy. “The National Council of Teachers of Mathematics (NCTM)” encourages teachers to change from memorizing isolated procedures and facts and expertise with paper and pencil proficiencies to the program, which lays emphasis on conceptual understandings, many connections, and representation, mathematic problem solving and modelling (Pugalee 2001). In the recent past, learning mathematics entailed memorizing and forgetting procedures and facts, which did not make much sense to the learners (Zhang & Patzer 2001). Nonetheless, e-resources have allowed teachers and students to spend less time on procedures and facts and improve the time spent teaching and understanding the concepts (Kadijevich & Haapasalo 2001). The introduction of technology has facilitated teachers to take on a more constructivist approach in mathematics education. The role of the teacher is to create a learning environment where problematizing, exploration, and discourse direct the learners in energetically constructing and refining mathematics understanding (Pugalee 2001). Engaged active learning, which takes place when learners actively take part in learning in a significant perspective, is significant in structuring student retention, understanding as well as internalization (Cavey & Barnes 2001). The NTCM visualizes technology as a tool that supports mathematics exploration (Pugalee 2001) as it allows them to experience and visualize mathematics, take part in real-world problem solving and generate representation of their personal learning (Dunn 2002). It also offers the learners a chance for exploring an even large range of mathematical problems and to visualizations links among the numerous mathematics topics (Zhang & Patzer 2001). Nonetheless, increasing the frequency of using computer is not equal to integration of technology in mathematic curriculum nor does it increase achievement. Teachers have to be trained in the correct methods for using technology in their classes. As a result, this study chooses to use the standards and guidelines of the framework for evaluating the effect of e-learning in teaching and learning mathematics in secondary schools. Limitations the Research Perspective From the literature review, it is evident that regardless of the different literature about these issues, there is lack of an organized approach in research. The assertions made by the various reviewed research studies in the review were meant to show the way e-learning should be employed by the teachers and learners, as opposed to assessing tangible factors associated with the way e-learning affect teaching and learning mathematics (outcomes). Nevertheless, the review has uncovered studies, which quantifying the advantages of e-learning use in mathematics instructing as well as learning. Quantifying the effects of e-learning on instructing and learning processes, can be attained via cumulative annual information derived from usage of e-resources in instructing and learning mathematics. Determining factors related with effects of e-learning resources in teaching and learning mathematics can only be realized by conducting an experimental study and describing any discrepancy in related factors between the two research groups: those who use e-learning in mathematics and those who do not. Evidently, there is a need to track teachers as well as the learners thoroughly in their use of e-resources in teaching and learning mathematics and this would also be enabled by ethnographic research. Conclusion Technology is important in teaching as well as learning mathematics as it affects the mathematics, which is trained and promotes learners’ concentration as shown by different studies. These different studies have focused on establishing the role that e-learning resources play in teaching and learning mathematics and they have demonstrated that technology is beneficial for both student and teachers. Nevertheless, most of the studies are lacking in terms of research approaches and there is a need to conduct a longitudinal cohort study, which describes any discrepancy in related factors between two research groups: those who use e-learning in mathematics and those who do not. There is also need to track teachers as well as the learners thoroughly in their use of e-resources in teaching and learning mathematics to come to a reliable and valid conclusion on the benefits of technology in learning using an ethnographic approach. A research quantifying the effects of e-learning on teaching and learning processes, can be attained via information derived from usage of digital technology in teaching and learning mathematics and this can further ensure the validity and reliability in measuring the way digital technology affect teaching and learning mathematics. 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